Teaching Scientific Information Literacy Skills to Veterinary Students: The Missing Link. Judy Klimek Kansas State University March 2014

Transcription

1 Teaching Scientific Information Literacy Skills to Veterinary Students: The Missing Link Judy Klimek Kansas State University March 2014

2 Background Health professions students need to be comfortable with scientific literature for clinical decision-making and lifelong continuing education. We noticed that our veterinary students were not able to locate and identify relevant articles, or evaluate their quality.

3 Evidence in Veterinary Medicine The volume of high-quality evidence is not as great as other disciplines. Veterinary students may need more sophisticated information literacy skills to locate and choose the high quality evidence.

4 The Opportunity Our college went through a curriculum revision to add electives to the curriculum. Several of us were excited about the opportunity to develop a course to address these needs.

5 Judy Klimek (anatomist) My first-year students seemed unable to make a judgment about the quality of a paper. They were reluctant to make a statement about quality, and could not explain their reasoning if they did.

6 Elizabeth Davis (clinician) From a clinical practice standpoint, it is important that students understand the value of using the published scientific literature to aid in making accurate diagnostic, prognostic and therapeutic decisions.

7 Robert Larson (clinician/epidemiologist) Learning to find, interpret, and catalogue clinically relevant published literature quickly and efficiently is a critical skill for practicing highquality medicine in a busy practice.

8 Gayle Willard (librarian) Cindy Logan (former librarian instructor): I saw 4 th year students struggle to find information when they were in the clinics. I was excited when this proactive class came along that would integrate the search process with a critical look at the literature. I hope we have been successful making lifelong learners of our students.

9 Who takes the course? We have had up to 30 students, but we have capped enrollment at 21. Course is open to any veterinary student in the first, second or third year of the curriculum. Mostly first-year students take the course, but second-year students also enroll.

10 Course Goal: Get students comfortable with searching for, reading and interpreting scientific information, in order to inform their clinical practice Teach them how to manage information on an ongoing basis

11 Phase 1 Learning to search for and save references Introductions and orientation Key veterinary clinical journals and online information sources Data bases and searching RefWorks account

12 Phase 2 Experimental design, statistics, and evaluating the evidence Experimental design Evidence Based Medicine and the scientific method Understanding and evaluating statistics Evaluating conclusions presented Evaluating overall manuscript quality The publication process

13 Phase 3 Staying current with information, and reference management Critically appraised topics List serves Citation alerts and automated search requests: Web of Science; PubMed Organizing and using references with RefWorks

14 Course Assignments Activity Points Online syllabus quiz 5 3 search 10 points 30 3 literature evaluation 20 points 60 3 reference management 10 points 30 5 message board 5 points 25 2 take-home 100 points each 200 Total 350

15 Search Assignment 1 Create a MyNCBI account.

16 Reference Management Assignment 1 (done with search assignments) Set up a RefWorks account, and create at least two topics folders. After conducting searches, import these references into RefWorks, and file them appropriately.

17 Search Assignments 2 and 3 (One before and one after instruction in searching) Given a clinical topic, find two relevant articles. Make and turn in a record of the search, including: sources of information/search strategy the amount of time the search took your results, and how you chose your articles

18 Literature Evaluation Assignment 1 Locate two articles on any topic, that offer both important and valid conclusions. Prepare a short summary of your search strategy, and why those particular articles were selected. Starting Point

19 Literature Evaluation Assignments 2 and 3 1 or 2 articles to read per assignment. (Attempt to give high- and low-quality examples.) Answer the provided evaluation questions (in Appendix).

20 Reference Management Assignment 2 Set up an automatic search notification for a topics using one of the available databases.

21 Reference Management Assignment 3 Compose a brief paper or summary for which you can use some of your saved references as citations. Insert the appropriate citations using Write-n-Cite, and format the document.

22 Midterm and Final Assignments Integrative take-home assignments that allow utilization of skills attained up to that point. Each introduced a real-life scenario that would require searching for, identifying, and critiquing research articles. Final also incorporated using references saved in RefWorks. Grading rubrics developed for each (in Appendix).

23 Message Board Assignment 1 Discuss your current level of comfort with finding, evaluating and using veterinary scientific literature. Do you have any previous training or experience in these areas? By what are you intimidated in this regard, if anything? What do you hope to learn from this class?

24 Message Board Assignment 5 Reflect on your personal growth as a user of veterinary literature. Comment on your skills in locating and evaluating articles. With what are you still struggling? How can you envision yourself working veterinary scientific literature into your cases here and in future practice settings? Growth

25 Message Board Assignments 2-4 These were assignments to read and comment on articles related to the themes of the course.

26 Outcomes Subjective Our impression; student comments Objective (2010) Traditional university course evaluation Pre- and post-surveys to determine confidence in abilities learned from the skills taught in the course. Approval of the Institutional Human Subjects Committee was obtained for this part of the evaluation. Objective (2013) First and last message board assignments (not anonymous).

27 2010 Survey Questions: For each item, circle the number that best agrees with your confidence in your ability with the particular skill. Use a scale from 1-5, where: 1 = little confidence; 3 = neutral/don't know; 5 = highly confident 1. Using databases through the library. 2. Searching PubMed. 3. Searching for an article on a specific scientific or clinical topic. 4. Understanding the organization of a manuscript or scientific article. 5. Understanding experimental design.

28 2010 Survey Questions: 6. Understanding statistics in scientific literature. 7. Understanding the concept of validity in a study. 8. Understanding the concept of randomization in a study. 9. Understanding the concept of applicability (relevance) in a study. 10. Critiquing the strengths and weaknesses of a scientific article. 11. Using veterinary scientific literature to form an opinion on a topic. 12. Saving references in reference management software.

29 Using databases through the library. Searching PubMed. Searching for an article on a specific Understanding the organization of a Understanding experimental design. Understanding statistics in Understanding the concept of validity Understanding the concept of Understanding the concept of Critiquing the strengths and Using veterinary scientific literature Saving references in reference Percentage of respondents; n=24/30 enrolled Pre-Course Confidence Survey Results Question 1 little confidence 2 3 neutral/don't know 4 5 highly confident

30 Using databases through the library. Searching PubMed. Searching for an article on a specific Understanding the organization of a Understanding experimental design. Understanding statistics in Understanding the concept of validity Understanding the concept of Understanding the concept of Critiquing the strengths and Using veterinary scientific literature Saving references in reference Percentage of respondents; n=14/30 enrolled Post Course Confidence Survey Results Question 1 little confidence 2 3 neutral/don't know 4 highly confident

31 Message Board 1, Student 1 I have had very little experience with veterinary scientific literature. Because of this lack of exposure, I am a little nervous about this course. However, that is the same reason that I took this course. I am hoping to exit this class at the end of the semester with a newly formed knowledge of how to use veterinary scientific literature.

32 Message Board 5, Student 1 I am very pleased with everything that I learned in this course. I feel that I have a much better grasp on critically evaluating articles. Prior to this course, I just accepted the results of an article as truth and never thought about all of the various factors that could be considered bias. I believe that this course will allow me to accurately research difficult cases in practice. This will allow me to sift through articles more efficiently to find articles related to my cases. The one area of this course that I still struggle with would be the time that it takes me to search for and locate articles. I can still locate beneficial articles, but I would like to be able to develop better initial search terms.

33 Message Board 1, Student 2 In general, I find myself able to use various databases efficiently to research scientific literature for information pertaining to my interests, but I have no "training", per say, in any area of scientific literature analysis. My research projects have not been too in-depth, so far, so I am hoping to acquire more advanced knowledge on research techniques, information usage, and statistical analysis.

34 Message Board 5, Student 2 I would definitely say the database and reference tools section helped me out the most in this course. Knowing where to find information is paramount in our profession, and I am sure the things taught in this course will come of use sooner than expected. I also enjoyed the lectures on spotting biases, how to analyze articles for truth, and how to perform evidence-based medicine. You can never be too skeptical, and those lectures drove that point home.

35 Suggestions for Implementation The variety of the teamteaching approach was appreciated. Librarian involvement is critical. A statistician would have been helpful, because students wanted more guidance in this area.

36 Suggestions for Implementation Do not assume students understand concepts such as: Peer-reviewed journals or the peer review process Randomization to treatments Blinding Controls/placebos Levels of evidence

37 Suggestions for Implementation Teach reference management software up front they use it enthusiastically. Make searches and analyses real. Search and reference management assignments work well as in-class activities. Allow plenty of time for discussion in class. Reading written assignments takes a lot of time! Don t bite off more than students can chew.

38 Suggestions for Implementation Evaluative questions for articles worked well, and the standard format of the students work made for easier reading. Rubrics for bigger assignments again, makes for easier comparison and more objective scoring.

39 Suggestions for Implementation Expect students to know how to use search engines, but not necessarily how to design a good search. Areas in which our students wanted more practice: Statistics Critical analysis (especially in-class discussion)

40 We Still Need to Determine: If the students taking this course are representative of the general population of students, or if there is a selection bias towards a research orientation. Related: did all students get more comfortable with scientific literature during the year, or just those who took this course?

41 We Still Need to Determine: If students who took this course are actually more experienced at using the literature to find evidence relevant to clinic cases in their 4 th -year.

42 We Still Need to Determine: How/if other faculty in the college are requiring students to access and use veterinary scientific literature. How much the students used the information and skills in this course As they progressed in the curriculum. After they graduated.

43 Contact me for more information Judy Klimek Department of Anatomy and Physiology, Kansas State University Coles Hall Manhattan, KS

44 Questions?

45 References Adamantos S. In search of evidence in small animal emergency medicine--a specialty of its own. J Small Anim Pract. 2010; 51(5): Arlt S, Dicty V, Heuwieser W. Evidence-based medicine in canine reproduction: Quality of current available literature. Reprod Domest Anim. 2010; 45(6): Craig A, Corrall S. Making a difference? Measuring the impact of an information literacy programme for pre-registration nursing students in the UK. Health Info Libr J 2007;24(2): Doig GS. Evidence-based veterinary medicine: what it is, what it isn't and how to do it. Aust Vet J 2003;81(7): Elrod S, Somervile M. Literature-based scientific learning: A collaboration model. Journal of Academic Librarianship 2007;33(6): Ford PJ, Foxlee N, Green W. Developing information literacy with first year oral health students. Eur J Dent Educ 2009;13(1): Holmes MA. Philosophical foundations of evidence-based medicine for veterinary clinicians. J Am Vet Med Assoc. 2009; 235(9):

46 References Holmes M, Cockcroft P. Evidence-based veterinary medicine 1. Why is it important and what skills are needed? In Pract 2004;26(1): Kastelic JP. Critical evaluation of scientific articles and other sources of information: an introduction to evidence-based veterinary medicine. Theriogenology 2006;66(3): Keene BW. Towards evidence-based veterinary medicine. J Vet Intern Med 2000;14(2): Kingsley KV, Kingsley K. A case study for teaching information literacy skills. BMC Med Educ 2009;9:7. Kipnis DG, Frisby AJ. Information literacy and library attitudes of occupational therapy students. Med Ref Serv Q 2006;25(4): Ku YL, Sheu S, Kuo SM. Efficacy of integrating information literacy education into a women's health course on information literacy for RN-BSN students. J Nurs Res 2007;15(1): Lloret A. The process of evidence-based medicine. J Feline Med Surg. 2009; 11(7):529.

47 References McGlade KJ, McKeveney CJ, Crawford VLS, et al. Preparing tomorrow's doctors: The impact of a special study module in medical informatics. Med Educ 2001;35(1): Murphy SA. Applying methodological search filters to CAB abstracts to identify research for evidence-based veterinary medicine. J Med Libr Assoc 2002;90(4): Murphy SA. Research methodology search filters: are they effective for locating research for evidence-based veterinary medicine in PubMed? J Med Libr Assoc 2003;91(4): Nail-Chiwetalu BJ, Ratner NB. Information Literacy for Speech-Language Pathologists: A Key to Evidence-Based Practice. Language, Speech, and Hearing Services in Schools 2006;37(2): Ness M. Evidence based medicine: A clinician's viewpoint. J Small Anim Pract. 2009; 50(12): Rossdale PD. Case reports versus evidence-based medicine (EBM). Equine Vet J. 2009; 41(4):

48 References Scott CS, Shaad DC, Mandel LS, et al. Information and informatics literacy: Skill, timing, and estimates of competence. Teach Learn Med 2000;12(2): Scouller K, Bonanno H, Smith L, et al. Student Experience and Tertiary Expectations: Factors Predicting Academic Literacy amongst First-Year Pharmacy Students. Studies in Higher Education 2008;33(2): Shorten A, Wallace MC, Crookes PA. Developing information literacy: a key to evidence-based nursing. Int Nurs Rev 2001;48(2): Wallace MC, Shorten A, Crookes PA. Teaching information literacy skills: an evaluation. Nurse Educ Today 2000;20(6): Walter S. Student Engagement and Information Literacy/Teaching Information Literacy Skills to Social Sciences Students and Practitioners: A Casebook of Applications. Portal : Libraries and the Academy 2008;8(1):100. Weinert DJ, Palmer EM. Influence of an information literacy course on students' information search behavior. J Allied Health 2007;36(1):e1-e12.

49 Evaluative Questions (for every article analysis) Give a complete citation for the article. What question were the investigators trying to answer? State the hypothesis of the experiment. Describe the sample, the larger population, the sampling method, and the groups used. Why is this an important issue (or is it)? What was the study design? Describe the overall design of the study. Was the control appropriate for the question? Do you think the design was appropriate? Why or why not?

50 Evaluative Questions (for every article analysis) What were the results? Summarize the results and whether any findings were statistically significant. What did the experimenters conclude about their hypothesis? Did the findings support their hypothesis? Do you agree with their conclusions? Why or why not? Did you see any flaws or weaknesses with the study? What additional questions did the study raise for you?

51 Midterm Assignment

52 Midterm Assignment

53 Midterm Assignment Grading Rubric Required Element Points Instructor Comments Search record Used at least two databases Submitted a complete search history Provide complete citations for chosen articles Analysis of first experimental study Answer the analysis questions Determine further questions raised by study Analysis of second experimental study 20 Answer the analysis questions 15 Determine further questions raised by study 5 Describe a research question 10 Outline a research proposal for the question 40 Subject selection 10 Outcome measures 10 Steps to minimize bias/maximize validity 10 Ethics and animal care issues 10 Total Points 100

54 Final Assignment

55 Final Assignment

56 Final Assignment

57 Final Assignment Grading Rubric. Required Element Points Instructor Comments 1. Search and search record Used at least two databases Submitted a complete search history 2. Analysis of one article Justification of article to analyze Answered analysis questions 3. RefWorks and Write n Cite Screenshot of the folder with 10+ citations Short document that includes citations from assignment folder Total Points 100